Thinking During Reading Strategy: Make Connections - Content...

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Power Tools for Adolescent Literacy ♦ Copyright © 2009 Solution Tree Press www.solution-tree.com ♦ Visit go.solution-tree.com/literacy to download this page.

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What is Making Connections?Noting what the text reminds ♦♦

you of while reading

Making connections to personal ♦♦

experiences

Connecting one text to another ♦♦

text

Making connections between ♦♦

what you read and world events, people, or issues

Thinking During ReadingThis reminds me of . . . ♦♦

This is different from . . .♦♦

This made me remember when . . .♦♦

Teaching ToolsUse two-column note-taking ♦♦

to identify What This Is About/ What This Reminds Me Of.

Read aloud a short article or ♦♦

poem, and ask students to write a personal response.

Think Aloud while reading text ♦♦

to model making connections.

Code the Text: text-to-self, text- ♦♦

to-text, text-to-world connections.

Model Marginalia on enlarged ♦♦

text on transparency. Show connections to self, texts, world.

Use the Golden Lines graphic ♦♦

organizer.

Make Your Own Connections!

To you: ___________________________

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___________________________________

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To another text: __________________

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To the world: ______________________

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Inferring is using information in your head along with evidence in the text to predict, conclude, or generalize.

How to Infer

You need to combine background knowledge with the text to:

Predict what will happen or what ♦♦

information you will learn.

Read between the lines to find ♦♦

answers to questions.

Use the clues to make sense of ♦♦

what the author says.

Know what the characters mean ♦♦

when they speak or act.

What is Inferring?Reading between the lines to ♦♦

find answers to questions

Drawing conclusions based on ♦♦

background knowledge

Using clues in the text to make ♦♦

sense of what the author is saying

Interpreting while reading♦♦

Generating hypotheses♦♦

Tips for StudentsThink about what you already ♦♦

know about the content.

Ask questions:♦♦ I wonder why, how, if . . .

Think about how background ♦♦

knowledge helps to answer questions.

Teaching ToolsAsk students to discuss ♦♦

and write inferences about photographs.

Use two-column note-taking to ♦♦

list Text Quote/Inference.

Read aloud picture books (such ♦♦

as Teammates), and discuss themes.

Read aloud from textbooks, ♦♦

and stop at selected points to ask students to write what they visualize and infer.

Use two-column note-taking from ♦♦

textbook passages to list Facts/Inferences.

Read text using a two-column ♦♦

graphic organizer to show Questions/Inferences.

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What is Asking Questions?Interacting with the text♦♦

Thinking while reading♦♦

Asking questions before, during, ♦♦

and after reading

Asking questions of the author, ♦♦

yourself, and the text

Monitoring comprehension and ♦♦

clarifying confusion

Thinking During ReadingWhat is the author trying to say?♦♦

What is the most important ♦♦

message here?

What is this part really saying?♦♦

What is the big idea?♦♦

Does this make sense?♦♦

Teaching ToolsUse sticky notes to write ♦♦ Huh? on confusing parts.

Read aloud a newspaper ♦♦

passage, and think aloud questions.

Use “question webs”: Write an ♦♦

essential question in the center and add lines with information that helps answer the question.

Use photographs and ask ♦♦

students to write questions.


record Text/Questions.

Read aloud picture books, and ♦♦

model how to ask questions while reading.

Model Marginalia using a poem ♦♦

or difficult excerpt from textbook to note questions.

New Bloom’s Taxonomy: Key Words for Questions

1. RememberingDefineIdentifyLocate

ListDrawLabelMatch

2. UnderstandingDescribeCompare

DemonstrateInfer

PredictExplainClassify

Summarize3. Applying

CalculateConvert

ExperimentDramatizeIllustrate

Solve 4. Analyzing

DifferentiateQuestion

OrderRank

GeneralizeAttributeSurvey

5. EvaluatingCritiqueArgueDefendAssess

ConcludeSelect

6. CreatingAssemble

DesignFormulate

PlanCompose

Write


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What is Determining Importance?

Identifying the big idea♦♦

Extracting essential information ♦♦

from less important ideas

Thinking During ReadingThe big idea is . . . ♦♦

The big ideas so far are . . . ♦♦

This is important because . . .♦♦

So what?♦♦

I can use this informatio♦♦ n to . . .

Teaching ToolsPreview the text using the ♦♦

THIEVES technique to scan text features.

Code text on sticky notes:♦♦

√ = important information

= new information

s = surprising information

Set purpose for reading.♦♦

Use sticky notes to record three ♦♦

important ideas from text, then write a synthesis statement.

Use graphic organizers.♦♦

Use Anticipation Guides.♦♦

Use Mind Maps and webs.♦♦

Write gist statements.♦♦

Use picture books as models for ♦♦

writing a summary of what is important about a concept (try The Important Book by Margaret Wise Brown).

Summarizing is the ability to read or listen to a text and condense it by retelling or writing only the main parts with supporting details and important facts.

How to Model SummarizingS♦♦ urvey the text passage, and identify three to five major topics to focus on while reading. These subheadings will become the key ideas in the summaries.

Divide chart paper into three to ♦♦

five parts, and label the sections with subheadings. These sections provide a purpose for reading.

Read the text to find information ♦♦

for each of the categories on the chart. Record the information in sentence form.

Discuss information to identify ♦♦

which concepts are most important to include in the summary and to decide how to write the summary in a clear and concise manner.

Write a summary from the ♦♦

recorded information on each part of the chart for students to read.

Solid Liquid Gas

Example: States of Matter

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What is Visualizing?Creating pictures in your mind♦♦

Using your senses: taste, hear, ♦♦

feel, touch, and smell

Inferring with visual images ♦♦

Teaching ToolsDraw a picture.♦♦

Generate mental images.♦♦

Construct a graph.♦♦

Create a Mind Map.♦♦

Act it out.♦♦

Create a physical model.♦♦

Produce a graphic organizer.♦♦

Engage in kinesthetic activity.♦♦

Use wordless picture books to ♦♦

write a story.

Illustrate new concepts or ♦♦

vocabulary.

Mind Mapping

Drawing

Constructing

Scientific Method

Analyze Results

Experiment

Hypothesis

Research

Question ?Report Results


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What is Synthesizing?Experiencing an Aha! or “light ♦♦

bulb” moment

Combining information from ♦♦

different sources to produce a new idea

Making sense of ideas during ♦♦

reading to create a new perspective after reading

Getting the gist of the story or ♦♦

text

Summarizing information♦♦

Applying ideas and information ♦♦

to yourself

Thinking During ReadingI can picture . . . ♦♦

I can visualize . . . ♦♦

I can see the . . . ♦♦

I can taste the . . . ♦♦

I can hear the . . . ♦♦

I can feel the . . . ♦♦

I can smell the . . .♦♦

Tips for Students

Read multiple sources on the ♦♦

same topic.

Find elements in common.♦♦

Include your prior knowledge.♦♦

Use graphics to organize.♦♦

Seek additional sources.♦♦

Teaching ToolsUse journal writing to note text ♦♦

information AND model thinking while reading.

Use three-column compare and ♦♦

contrast: Write two concepts in the first and third column headings and “Alike” in the middle.


show Text Facts/My Thinking: Write text facts in the left column and questions, connections, rewording in the right column.

Text Facts My Thinking

Model Marginalia (note-taking in ♦♦

margins).

Use sticky notes: Write questions ♦♦

and then a synthesis statement at the end of a page, section, or chapter.

Read aloud picture books and ♦♦

model thinking.

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What is Monitoring & Clarifying Understanding?

Thinking about your thinking ♦♦

while reading

Realizing when meaning breaks ♦♦

down

Using strategies to solve ♦♦

comprehension problems

Tips for StudentsMake notes of your thinking.♦♦

Set purposes for reading.♦♦

Make connections to yourself, ♦♦

texts, and the world.

Make predictions. ♦♦

Stop and reread to clarify.♦♦

Retell. ♦♦

Skip and read ahead to clarify. ♦♦

Mark confusing parts.♦♦

Ask questions.♦♦

Change your reading rate—slow ♦♦

down or speed up.

Teaching ToolsAsk students to use Coding the ♦♦

Text symbols.

Use sticky notes to record thinking ♦♦

and/or problems while reading

Use Marginalia: Ask students to ♦♦

record thinking while reading in margins.

Think aloud while reading to model ♦♦

what strategic readers do.

“Children learn to monitor themselves to keep their correct reading on track, and when something seems to be wrong they usually search for a way to get rid of the dissonance. It is important for teachers to notice self-monitoring because the process is a general one required in all reading” (Marie Clay, Change Over Time in Children’s Literacy Development, 2001, p. 185).

BK Background knowledge

? Questions or

confusing passag

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I Inferences or co

nclusions

P Predictions


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Red = Stop

Yellow = Caution

Green = Go

Never answer a multiple-choice question without Thinking Like a Stoplight!

Think Like a Stoplight!Read the directions and 1. notice words in bold, italics, or quotation marks. Read the question and all of the 2. answers.

Go back and think this way 3. about each answer:

This answer has nothing ♦♦

to do with the question or reading selection or is ridiculous, so I will stop thinking about it and give it an “R” for red, which means Stop.

The answer is a possibility. ♦♦

It may answer the question, and it was mentioned in the text, so I will give it a “Y” for yellow, which means, Think carefully about this answer again.

Reconsider the “Y” or yellow 4. answers by going back to the reading selection to double-check.

Choose the best “Y” or yellow 5. answer as your “G” or green answer, which means Go!

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Why Partners?The research says collaborative learning works because:

The brain is social.♦♦

Fortune 500 Companies ♦♦

identified teamwork as the NUMBER-ONE skill of the future.

It teaches social skills—♦♦

important at the middle-school level.

It’s part of the middle-school ♦♦

concept.

Students who learn in a ♦♦

cooperative model perform better academically.

Positive peer relationships ♦♦

and interactions develop.

It teaches how to work in ♦♦

teams.

Grouping Strategies

Ways to Group StudentsUse partner sign-up sheets.♦♦

Cut pictures in half, and have ♦♦

students find their other half.

Use matching stickers.♦♦

Use a deck of cards! Students find ♦♦

the four that are alike or of the same suit for a larger group.

Use Pair/Square. Students use any ♦♦

of the methods above to partner, then join another pair to make a foursome.

Classroom Management Techniques

Flick a light switch.♦♦

Play music (always the same ♦♦

selection).

Use a silent signal such as holding ♦♦

your hand in the air.

Create a verbal wave. Tell the ♦♦

group to repeat after you whenever they hear you say, “Time is up.”

Use a musical instrument such as a ♦♦

xylophone.

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